scholarly journals Negotiating Deaf Bodies and Corporeal Experiences: The Cybernetic Deaf Subject

Societies ◽  
2013 ◽  
Vol 3 (2) ◽  
pp. 170-185 ◽  
Author(s):  
Thomas Horejes ◽  
Christopher Heuer
Keyword(s):  
Deaf Subject

Neuromagnetic Responses from a Deaf Subject to Stimuli Presented through a Multichannel Cochlear Prosthesis*

1988 ◽  
Vol 9 (3) ◽  
pp. 148-152 ◽  
Author(s):  
R. Hari ◽  
M. Pelizzone ◽  
J. P. Mäkelä ◽  
J. Huttunen ◽  
J. Kuuutila
Keyword(s):  
Cochlear Prosthesis ◽  
Deaf Subject

Sensory integration of speech by a profoundly deaf subject using tactile aids

1988 ◽  
Vol 84 (S1) ◽  
pp. S46-S46
Author(s):  
Michael P. Lynch ◽  
Rebecca E. Eilers ◽  
D. Kimbrough Oller ◽  
Patricia J. Pero
Keyword(s):  
Sensory Integration ◽  
Deaf Subject ◽  
Tactile Aids

scholarly journals The reconstruction of discourse objects in Libras

2020 ◽  
Vol 22 ◽  
pp. 81-109
Author(s):  
Leidiani Da Silva Reis
Keyword(s):  
Sign Language ◽  
Corpus Linguistics ◽  
Brazilian Portuguese ◽  
Referential Process ◽  
Parallel Corpus ◽  
Deaf Subject ◽  
Qualitative Nature ◽  
Brazilian Sign Language

This work analyses the referential process performed by a deaf subject in Brazilian Sign Language (BSL) when facing the anaphoric occurrence in a textual cut from Brazilian Portuguese. Therefore, the methodology implemented hereby has had a qualitative nature. A parallel corpus has been compiled using ELAN (EUDICO–Linguistic Annotator) and following the theories of Corpus Linguistics. From all the referential categories contemplated in BSL, the anaphoric deictic has been the most instrumental strategy for conducting the referential chain of the language, e.g. the construction of the referent at specific points in the signalling space.

Tactual Hearing Experiment with Deaf and Hearing Subjects

1975 ◽  
Vol 41 (4) ◽  
pp. 243-253 ◽  
Author(s):  
Siegfried Engelmann ◽  
Robert Rosov
Keyword(s):  
Rate Increase ◽  
Word Identification ◽  
Training Period ◽  
Prosodic Features ◽  
Deaf Subject

In two experiments with a tactual vocoder it was discovered that both hearing and deaf subjects could learn to discriminate between words that were minimally different and could attend to other prosodic features of language such as pitch and stress. Subjects were tested regularly on word identification. During the tests, the subjects neither looked at the trainer nor received any information other than that transmitted through the tactual vocoder. One deaf subject achieved a tactual vocabulary of 150 words and had a new word mastery rate increase of 46 times during the 48 week training period.

Cross-Modal Recruitment of Auditory and Orofacial Areas During Sign Language in a Deaf Subject

2017 ◽  
Vol 105 ◽  
pp. 1033.e1-1033.e5 ◽  
Author(s):  
Juan Martino ◽  
Carlos Velasquez ◽  
Javier Vázquez-Bourgon ◽  
Enrique Marco de Lucas ◽  
Elsa Gomez
Keyword(s):  
Sign Language ◽  
Deaf Subject

Sensory mapping in a congenitally deaf subject: MEG and fRMI studies of cross-modal non-plasticity

1997 ◽  
Vol 5 (6) ◽  
pp. 437-444 ◽  
Author(s):  
Greg Hickok ◽  
David Poeppel ◽  
Kevin Clark ◽  
Richard B. Buxton ◽  
Howard A. Rowley ◽  
...  
Keyword(s):  
Deaf Subject ◽  
Sensory Mapping

Prespeech Vocalizations of a Deaf Infant

1985 ◽  
Vol 28 (1) ◽  
pp. 47-63 ◽  
Author(s):  
D. Kimbrough Oller ◽  
Rebecca E. Eilers ◽  
Dale H. Bull ◽  
Arlene Earley Carney
Keyword(s):  
Comparative Study ◽  
Hearing Impairment ◽  
First Year ◽  
Deaf Subject ◽  
Expansion Stage ◽  
Auditory Experience ◽  
First Year Of Life ◽  
Canonical Babbling

A comparative study of the speech-like vocalizations of a deaf infant and a group of 11 hearing infants was conducted in order to examine the role of auditory experience in the development of the phonological and metaphonological capacity. Results indicated that from 8 to I3 months of age, the deaf subject differed strikingly from hearing infants of comparable age. She produced no repetitive canonical babbling, whereas all the hearing infants produced many canonical syllables. The topography of the deaf infant's vocalizations resembled that of 4–6-month-old (i.e., Expansion stage) hearing infants. Detailed comparisons of the proportion of production of various metaphonologically defined categories by the deaf infant and Expansion stage hearing infants demonstrated many similarities in vocalization, although possible differences were noted. It is concluded that hearing impairment notably affects vocalization development by the end of the first year of life, if not earlier. Spectrographic displays illustrate the categories of infant sounds produced by the deaf and hearing infants.

scholarly journals Surdo-negro soteropolitano: uma pesquisa exploratória sobre a sua percepção de opressão e exclusão

1969 ◽  
Author(s):  
Alex Sandrelanio dos Santos Pereira ◽  
Rosenilde Oliveira Pereira
Keyword(s):  
Deaf Child ◽  
Paulo Freire ◽  
De Re ◽  
Palabras Clave ◽  
The Family ◽  
Deaf Subject ◽  
Exploratory Survey ◽  
The Subject ◽  
The Difference ◽  
Essential Assumption

Ao pensarmos inclusão como um pressuposto essencial da existência humana plural e multifacetada, onde as possibilidades de (re)invenção dos sujeitos estão na ética do coexistir com a diferença e não com a homogeneização do ser e que, modelos foram historicamente forjados para ser referencia em detrimento de outros, assumindo posição sujeitos-favorecidos, precisamos refletir em que medidas os sujeitos estão em desvantagem e as maneiras possíveis de intervenções. Neste sentido, o presente artigo é uma discussão sobre a articulação temática entre surdez e raça, focalizando, a partir das reflexões de Paulo Freire, a tomada de consciência como princípio da ação do sujeito de reverter às marcas de opressão e exclusão, já que somos orientados pela hipótese que os preconceitos interagem de maneira sinérgica, sendo fator de discriminação/exclusão educacionais do sujeito surdo e negro. Daí surge nossos questionamentos: Como a comunidade surda percebe o racismo? O sujeito surdo é vítima de discriminação racial? Como? Objetiva-se investigar as especificidades educacionais do sujeito surdo e negro para que mobilize intervenções conjugadas entre os movimentos sociais, tendo como metodologia a pesquisa-ação, pois a participação dos sujeitos é entendida como primordial na construção e continuação da pesquisa, entendendo que todas as etapas que os sujeitos vão passando, durante o percurso da pesquisa, o potencializa na reflexão-ação-reflexão contínua de sua prática, na possibilidade de intervenção na realidade, já que interpretamos que pesquisa e práxis são indissociáveis. Encontramos como resultado, a partir das contribuições de SILVA (2001), por exemplo, que a instituição família também institucionaliza o racismo e apontamos como um viés de enfrentamento, dentro da instituição escolar, a junção entre as disciplinas Teatro e História num projeto a ser chamado de “Ancestralidade”.Palavras-chave: Surdo negro. Discriminação. Opressão. Empoderamento. Educação. AbstractSoteropolitano deaf-black: an exploratory survey on their perception of oppression and exclusionWhen we think of inclusion as an essential assumption of plural and multifaceted human existence , where the possibilities of ( re) invention of the subjects are in ethics coexist with the difference and not the homogenization of being and that models have historically been forged for reference in expense of others , assuming subject - favored position , we need to reflect on what measures the subjects are at a disadvantage and possible ways of intervention . In this sense, this article is a discussion of the thematic link between deafness and race, focusing, from the reflections of Paulo Freire, the awareness of the principle of action of the subject of reversing the marks of oppression and exclusion, since we are guided by the hypothesis that prejudices interact synergistically, with discrimination factor / educational exclusion of the deaf guy and black. Hence arises our questions: How does the deaf community perceives racism? The deaf child is a victim of racial discrimination? How? This study aims to investigate the specifics of educational deaf subject and black to mobilize interventions combined between social movements, with the action research methodology , since the participation of the subjects is seen as crucial in building and continuing research , understanding that all steps that subjects are passed during the course of the search , enhances the reflection - action- reflection of their ongoing practice, the possibility of intervention in reality , since we interpret that research and practice are inseparable. Found as a result of contributions from the SILVA (2001), for example, that the family institution also institutionalizes racism and pointed a bias coping within the school institution, the junction between the Theatre and History disciplines in a project to be called "Ancestry".Keywords: Deaf black. Discrimination. Oppression. Empowerment. Education. ResumenSoteropolitano sordo-negro: un estudio exploratorio sobre la percepción de la opresión y la exclusiónCuando pensamos en la inclusión como una condición esencial del plural existencia humana y multifacética, donde las posibilidades de (re) invención de los sujetos son en la ética convivir con la diferencia y no la homogenización de ser y que los modelos históricamente se han forjado a ser una referencia en expensas de los demás, asumiendo la posición de sujeto favorecida, tenemos que reflexionar sobre cuáles son las medidas de los sujetos se encuentran en desventaja y las posibles formas de intervención. En este sentido, este artículo es un análisis de la conexión temática entre la sordera y la raza, el enfoque, de las reflexiones de Paulo Freire, el conocimiento del principio de acción del sujetos de revertir los signos de la opresión y la exclusión, ya que estamos guiado por la hipótesis de que los prejuicios interactúan sinérgicamente,con el factor / exclusión educativa discriminación de las personas sordas y negro. De ahí surge nuestra pregunta: ¿Cómo la comunidad sorda percibe el racismo? El niño sordo es víctima de la discriminación racial? ¿Cómo? Su objetivo es investigar la formación específica del sujeto sordo y negro para movilizar las intervenciones combinadas entre los movimientos sociales, con la metodología de investigación-acción, ya que la participación de los sujetos se ve como lo más importante en la creación y la investigación continua, la comprensión de que todos pasos que las personas pasan por el curso de la búsqueda, mejora de la práctica continua de reflexión-acción-reflexión, la posibilidad de intervención en la realidad, como la investigación y la práctica son inseparables en nuestra interpretación. Encontró, como resultado de las contribuciones de la SILVA (2001), por ejemplo, que la institución de la familia también institucionaliza el racismo y nombrar un sesgo hacer frente, en la escuela, la unión entre disciplinas Teatro e Historia en que un proyecto sea llamado "Ancestralidad".Palabras-clave: Negro sordos. Discriminación. Opressão. Potenciación de los su- jetos. Educação. Revisor do inglês: Prof. Ms. Wellington da Silva OliveiraRevisor do espanhol: Prof. Lilian de Souza

Multisensory Narrative Tracking by a Profoundly Deaf Subject Using an Electrocutaneous Vocoder and a Vibrotactile Aid

1989 ◽  
Vol 32 (2) ◽  
pp. 331-338 ◽  
Author(s):  
Michael P. Lynch ◽  
Rebecca E. Eilers ◽  
D. Kimbrough Oller ◽  
Richard C. Urbano ◽  
Patricia J. Pero
Keyword(s):  
Word Recognition ◽  
Tracking Performance ◽  
Second Phase ◽  
Additional Information ◽  
The Third ◽  
Third Phase ◽  
Connected Discourse ◽  
Deaf Subject ◽  
The Subject ◽  
Subject Performance

A congenitally, profoundly deaf adult who had received 41 hours of tactual word recognition training in a previous study was assessed in tracking of connected discourse. This assessment was conducted in three phases. In the first phase, the subject used the Tacticon 1600 electrocutaneous vocoder to track a narrative in three conditions: (a) lipreading and aided hearing (L+H), (b) lipreading and tactual vocoder (L+TV), and (c) lipreading, tactual vocoder, and aided hearing (L+TV+H), Subject performance was significantly better in the L+TV+H condition than in the L+H condition, suggesting that the subject benefitted from the additional information provided by the tactual vocoder. In the second phase, the Tactaid II vibrotactile aid was used in three conditions: (a) lipreading alone, (b) lipreading and tactual aid (L+TA), and (c) lipreading, tactual aid, and aided hearing (L+TA+H). The subject was able to combine cues from the Tactaid II with those from lipreading and aided hearing. In the third phase, both tactual devices were used in six conditions: (a) lipreading alone (L), (b) lipreading and aided hearing (L+H), (c) lipreading and Tactaid II (L+TA), (d) lipreading and Tacticon 1600 (L+TV), (e) lipreading, Tactaid II, and aided hearing (L+TA+H), and (f) lipreading, Tacticon 1600, and aided hearing (L+TV+H). In this phase, only the Tactaid II significantly improved tracking performance over lipreading and aided hearing. Overall, improvement in tracking performance occurred within and across phases of this study.

Sign in / Sign up

Export Citation Format

Share Document